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thod.......17
3.3 Subjects....17
3.4 Materials for Treatment.........17
3.5 Instruments.... 18
3.6 Procedure of the Research.....18
Chapter IV DataAnalysis and Discussion.......30
4.1 Quantitative Analysis......30
4.2 Analysis of English Writing Results.......33
4.3 Correlation between MS and Writing Competence(EC)......35
4.4 Qualitative Analysis........36
4.5 Discussion......37
Chapter V Conclusion.........39
5.1 Principal Findings of the Research......... 39
5.2 Pedagogical Implications from MST......39
5.3 Limitations.....40
5.4 Suggestions for Consideration.....41

Chapter IV Data Analysis and Discussion

4.1 Quantitative Analysis
The questionnaire in this experiment is based on Oxford(1 990)，Wu Hongyun andLiu Runqing’s (2004)models．To investigate whether MST significantly impact writingproficiency，100 students of Grade Eight (Junior Two from No．2 Middle School ofDongsheng were asked to fill in the questionnaire (attached as Appendix I) containingwriting interest ， metacognitive knowledge and metacognitive strategies ， which areprobably applied in EFL writing tasks by Chinese students．First of all，we should expectthe training program has positive effect in acquisition of metacognitive strategies ．Comparison of MST use of both EC and CC has been made to testify the statement．Table 4．1 provides the results of students’ MST use in the Pretest of questionnaires．Theresults reveal both classes employ similar metacognitive strategies．The results show thatthe means of EC is 73．83，and that of CC is 73．85．T-value is-．182；then P>0．05．The results of the pretest also demonstrated that there was no significant differencebetween the two groups in the Employment of metacognitive strategies and the mean score of the control group is slightly higher than that of the experiment group．
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Conclusion

Numerous linguistic experts(0’Malley and Chamot 1 990 ；Ji Kangli 2002； WuHongyun 2004)highlight the important function of metacognitive strategies．Unfortunately,they only provide general way of training instead of specific procedures．Therefore，it ischallenging for the researchers including teachers to conduct qualities of empiricalexploration consistently．The research of metacognition has been arisen since the seventies of the 20thcenturyand training of metacognitive strategy is still at the stage of exploring in and abroad now．How to train metacognitive strategy, and how to improve students’ metacognition level，how to develop students’ self-development ability are the very important points that weshould develop in the future time．After the experiment ， the author deeply feels that having metacognitive strategytraining is enjoyable and yet challenging ． The diversified and effective input ofmetacognitive strategies contributes to students’ mastery of writing skills and improvementof writing competence ． How do the metacognitive strategies function together withcognitive strategies in EFL writing? To what extent can the training of metacognitivestrategies improve the learners’ writing level? How learner autonomy and metacognitivestrategies are inextricably linked to make writing successful?
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Reference (omitted)

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